Evaluation of mentorship programme in nursing education: a pilot study in Turkey

First Contact With Transcultural Care: A Phenomenological Study of Practical Turkish Nursing Students' Experiences in a Migrant Health Center

INTRODUCTION

This study examines the subjective experiences of Turkish students who work in immigrant health facilities providing nursing care to people of different cultures. Nurses are often encountered by immigrants in these centers. Although qualitative research on nurses' experiences assisting immigrants has been often cited in the literature, the literature on nursing students' experiences is limited.

METHODOLOGY

The study has a descriptive qualitative design. Data were collected using a face-to-face, in-depth, and semistructured interview form. The data were evaluated using a content analysis method.

RESULTS

The study yielded four themes: (a) inability to control emotions, (b) barriers to care involvement, (c) benefits of intercultural care, and (d) recommendations.

DISCUSSION

Learning intercultural care is critical in these years of increased immigration. Understanding nursing students' experiences is essential for improving the quality of intercultural care.

Speech-language pathologists' counselor self-efficacy

INTRODUCTION

The purpose of this study was to measure and determine the factors that influence counseling self-efficacy in speech-language pathologists.

METHODS

Data was collected through an anonymous 95-question web-based survey. Five hundred and twenty-seven completed responses were received.

RESULTS

The results indicated that participants in the study were confident in their counseling abilities and skills; however, lesser confidence in skills related to personal adjustment counseling were observed. Further, emotional intelligence, internal locus of control, counseling training, and years of experience were positively related to counseling self-efficacy.

CONCLUSIONS

Speech-language pathologists may increase their counseling self-efficacy through increased training opportunities and experiences, development of greater emotional intelligence, and by having an internal locus of control.

Comparison of the effects of face-to-face and electronic peer mentoring on students' care plan preparation and motivation levels

BACKGROUND

It is a basic requirement in professional nursing education that nursing students learn the process of caring as the entity at the center of nursing practice. Peer mentoring programs can be beneficial for the mutual growth of mentors and mentees and improve the care competencies of nursing students.

OBJECTIVE

To compare the effects of face-to-face and electronic peer mentoring on students' nursing process-based patient care plan preparation and motivation levels for the course.

DESIGN

The study used an experimental three-group design.

SETTINGS AND PARTICIPANTS

This experimental study was conducted with 83 first- and 6 fourth-year nursing students.

METHOD

The data were collected with the information and opinion form, the Instructional Materials Motivation Survey (IMMS), and the Nursing Care Plan Rubric (NCPR). In the study, conducted with three subgroups of each group, the experimental group received electronic peer mentoring (EPM), and the experimental group 2 received face-to-face peer mentoring (FPM), while the control group did not receive any intervention.

RESULTS

It was statistically significant that the students in the EPM group had higher patient care plan preparation scores than the FPM and control groups, and the FPM group had higher patient care plan preparation scores than the control group (p < 0.05). Also, the students in the FPM group had statistically significantly higher confidence-satisfaction sub-dimension scores on the IMMS than those in the EPM and control groups (p < 0.05).

CONCLUSION

While electronic peer mentoring was effective on the patient care plan preparation levels of first-year nursing students, face-to-face peer mentoring was more effective in increasing the students' confidence and attitude levels and thus their motivation levels.

"We know what they're struggling with": student peer mentors' embodied perceptions of teaching in a health professional education mentorship program

This paper reports on a study of student peer mentorship in the context of nursing education in a higher education program in Canada. The study used an embodied hermeneutic phenomenological methodology to investigate student peer mentors' perceptions of teaching during peer mentorship. The data were collected over one calendar year (2019) and involved analysis of 10 participants' interview data and their 'body maps,' produced in response to guided questions. Through the data analysis a core theme of 'commitment to mentee growth' was identified, along with seven interrelated themes: sharing responsibility for learning, moderating stress, mediating power relations, navigating unknown processes, valuing creative approaches, offering generous acceptance, and facilitating confidence. Student peer mentorship has the potential to contribute to health professions education in a number of unique ways including through embodied attunement, trusting intersubjective relations, and dialogic education. This study is innovative in its purposeful design and aim to investigate both cognitive and embodied perceptions of student peer mentors. The findings point to the promise of student peer mentorship for advancing health sciences education. Implications for peer mentorship program development in health professions education are discussed.

Impact of Personality Traits and Entrepreneurship Education on Entrepreneurial Intentions of Business and Engineering Students

Entrepreneurs bring an enormous contribution to a country’s economic growth. Developing individual’s interest into new venture creation represents an important asset, especially for less developed countries where entrepreneurial activities are fundamental in enhancing economic growth. The recent economic crisis turned the attention of European policymakers towards entrepreneurship as a driving force for the creation of new job opportunities, regional/national competitiveness and growth. The aim of this article is to verify what relations are between locus of control, need for achievement and entrepreneurial intention of youth, following a cognitive approach and how much entrepreneurial education consolidates entrepreneurial skills and informs the young that entrepreneurship is a career option. To analyse entrepreneurial intentions, locus of control, need for achievement and entrepreneurial education in the context of Romania, this research used a quantitative design based on the answers to the questionnaire conducted during March 2017 to October 2017 on a sample of 270 students from two important Romanian universities. From the methodological point of view, several hypotheses have been developed and tested using multivariate logistic regression estimates, frequency analysis, internal consistency reliability of the constructs and moderating effects. The results illustrate that locus of control, need for achievement and entrepreneurial education proved to be important determinants for venture creation among young students, both independently and under the action of control variables. Also, respondents’ gender had a significant influence on one’s intention of opening a business in the future, with males being more inclined to become entrepreneurs than females.

The influence of peer mentoring on critical care nursing students' learning outcomes

Purpose

The purpose of this paper is to explore the influence of peer mentoring on critical care nursing students' learning outcomes in critical care units.

Design/methodology/approach

A qualitative exploratory research design was used to conduct the study. Ten critical care nursing students were recruited from critical care units in the five private and two public hospitals. Descriptions of their experiences were gained through individual face-to-face interviews.

Findings

The study reinforces peer mentoring as a vital strategy in helping the critical care nursing students to attain their learning outcomes. However, peer mentoring was not consistent in all hospitals and there were no structured support systems to ensure that peer mentoring was formalized. Making peer mentoring a vital component in the registered nurses core competencies would enable efficiency and guarantee the viability of peer mentoring.

Research limitations/implications

Mentors for the critical care nursing students were not included in the study.

Practical implications

The study identified a need for incorporating a formalized mentorship programme into the core competencies of all qualified critical care nurses, the unit mentor to familiarise themselves with the prescribed learning objectives of the critical care nursing student and an allocation of supernumerary time for the critical care nursing student and mentors to allow for formal mentoring responsibilities to take place.

Originality/value

The study reinforces peer mentoring as a vital strategy in helping the critical care nursing students to attain their learning outcomes and conscietises registered nurses of their responsibility as mentors.

Undergraduate nursing student mentors' experiences of peer mentoring in Korea: A qualitative analysis

BACKGROUND

Although mentoring involves the achievement of a mutual relationship between mentors and mentees, most studies have focused on the effects of mentoring on the mentees rather than that on the mentors, which necessitates the need to identify mentors' experiences to provide original resources for mentoring.

OBJECTIVES

The purpose of this study was to explore the mentoring experience of nursing students who participated as mentors in a mentoring learning program, to offer evidence-based resources for nursing educators to develop mentoring programs and to use mentorship as an educational method.

DESIGN

A qualitative content analysis of transcribed focus groups was conducted to describe and explore the undergraduate nursing students' mentoring experiences.

SETTING

This study was conducted in two nursing schools in South Korea.

PARTICIPANTS

Fifteen student mentors from the peer mentoring program participated in the present study. They were aged between 21 and 24years, and 87% of the participants were female.

METHODS

The experiences of the mentors were explored through focus groups, and the collected data were analyzed by content analysis.

RESULTS

The mentors' experiences could be summarized by the core theme, "Self-growth as a leader," consisting of the following themes: taking pride, guiding mentees, coping with conflicts, and building leadership.

CONCLUSION

The themes and codes derived from mentors' experiences would provide evidence-based guidelines and resources for nursing educators and professionals in related disciplines regarding successful peer mentoring, which could facilitate self-growth and foster the development of leadership skills in undergraduate students.

A longitudınal study on the effect of tailored training and counseling on the professional attitude of nursing students

The development of professional attitudes in nursing students is influenced by their learning experiences (knowledge, skills, and attitudes) and instructors' professional behaviors. Instructors can enhance students' professional attitude by organizing the training environment, being a role model, and providing counseling. This study was conducted as a tailoring intervention study over 4 years (2010-2013) examining 73 nursing students (34 intervention, 39 control) to determine the effect of training and counseling on nursing students' professional attitudes. Data were collected utilizing the Introductory Characteristics Form and the Instrument of Professional Attitude for Student Nurses. Intervention group students were provided training and counseling complementing their current education to develop their professional attitudes. Controls proceeded with their current education. Instrument for Professional Attitude for Student Nurses posttest scores of the intervention group were significantly higher than those of control group students. Furthermore, intervention group scores on all subscales other than "competence and continuous education" significantly increased after training. Controls showed no growth in professional attitudes, other than in "contribution to scientific knowledge." The training and counseling program had a positive influence on the professional attitudes of nursing students. Thus, providing tailored training and counseling associated to professionalism throughout the educational process at schools providing nursing training is recommended.